Co-Authoring in Autoethnography: Defining and Developing Co-Author Relations in Academic Development Research

Authors

• Yuqi Lin, Torrens University, AustraliaFollow
• Eisuke Saito, Faculty of Education, Monash University, Clayton, VIC, AustraliaFollow
• Lynette Pretorius, Faculty of Education, Monash University, Clayton, VIC, AustraliaFollow

Abstract

Multi-author autoethnography has become a popular methodological approach in academic development research. While it offers unique strengths in diversifying voices, preserving lived experiences, and promoting innovative practices, limited attention has been paid to the co-author relationships that shape and constitute the research process. This article argues that stronger methodological engagement is needed to review, define, and reflect on co-author relationships. Attention should be paid to intimacy, hierarchy, positionality, and power relations between authors, and how these dynamics may influence collaboration, reflexivity, and knowledge production. Drawing on academic development research, this article identifies personal, collegial, and educational relationships as the three most common forms of co-author relationships and explores their characteristics, opportunities, and potential tensions. It proposes the Co-Author Relational Reflection Framework as a practical guide to help researchers define, disclose, analyse, and revisit co-author relationships throughout the research process. Furthermore, the article highlights therapeutic positive autoethnography as a potential approach for building, sustaining, and developing supportive co-author relationships within collaborative qualitative inquiry.

Keywords

autoethnography, co-author relationships, academic development research, therapeutic positive autoethnography

Author Bio(s)

Yuqi Lin is a Lecturer at Torrens University, Australia. Her research focuses on qualitative research methods, education policy and leadership, teacher education, and curriculum development. Please direct correspondence to [email protected]

Eisuke Saito is a senior lecturer for the Faculty of Education, Monash University, Australia. Please direct correspondence to [email protected]

Dr. Lynette Pretorius is an award-winning educator and researcher who interlaces imagination and insight to reimagine what higher education can be. Drawing on her interdisciplinary expertise, she weaves together diverse ideas, lived experiences, and pedagogical innovations to create inclusive and transformative learning environments. Lynette has extensive experience teaching across undergraduate, postgraduate, and graduate research levels, including supervising Ph.D. students. Her research advocates for more compassionate, equitable, and creative learning environments, with a particular focus on doctoral education, AI literacy, research literacy, academic identity, and student wellbeing. She is the author of numerous peer-reviewed publications, including two academic books that explore the lived experiences of graduate research students. As a Senior Fellow of the Higher Education Academy, Lynette has also been internationally recognised for her leadership in teaching and learning, particularly her dedication to designing transformative educational experiences that centre wellbeing, justice, and student growth. Please direct correspondence to [email protected]

Publication Date

11-10-2026

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

Recommended APA Citation

Lin, Y., Saito, E., & Pretorius, L. (2026). Co-authoring in autoethnography: Defining and developing co-author relations in academic development research. The Qualitative Report, 31(11), 7179-7193.

ORCID ID

https://orcid.org/0000-0002-2915-4164